2007 Maine Learning Results: Parameters for Essential Instruction
VISUAL & PERFORMING ARTS -- MUSIC
A. Disciplinary Literacy - 2
1. Music Difficulty
2. Notation and Terminology
3. Listening and Describing
B. Creation, Performance, and Expression - 4
1. Style/Genre
2. Composition
C. Creative Problem-Solving - 5
1. Application of Creative Process
D. Aesthetics and Criticism - 6
1. Aesthetics and Criticism
E. Visual and Performing Arts Connections - 7
1. The Arts and History and World Cultures
2. The Arts and Other Disciplines
3. Goal-Setting
4. Impact of the Arts on Lifestyle and Career
5. Interpersonal Skills
A1 Music Difficulty
Students accurately perform music that includes changes of tempo, key, and meter in modest ranges
with moderate technical demands, modeling proper posture and technique, alone or with others.
A2 Notation and Terminology
Students apply accumulated knowledge of musical notation, symbols, and terminology to a
music performance.
a. Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, and 3/8
meter signatures.
b. Read simple melodies in both the treble and bass clefs.
c. Apply notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression
A3 Listening and Describing
Students listen to and compare elements of music, including pitch, rhythm, tempo, dynamics, form,
timbre, texture, harmony, style, and compound meter
B. Creation, Performance, and Expression - Music: Students create, perform, and express through the art discipline.
B1 Style/Genre
Students perform music of various styles and genres that includes changes of tempo, key, and meter in
modest ranges with moderate technical demands accurately applying the accumulated knowledge and skills of: proper posture and technique; musical notation; symbols; and terminology
B2 Composition
Students compare musical ideas expressed in their own compositions or the compositions of others.
C. Creative Problem-Solving: Students approach artistic problem solving using multiple solutions and the creative process.
C1 Application of Creative Process.
Students describe and apply creative-thinking skills that are part of the creative problem-solving process.
a. Fluency
b. Flexibility
c. Elaboration
d. Originality
e. Analysis
D. Aesthetics and Criticism: Students describe analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).
D1 Aesthetics and Criticism
Students compare and analyze art forms.
a. Compare and analyze art forms by applying grade span appropriate concepts, vocabulary, skills, and
processes as referenced in Standard A: Disciplinary Literacy.
b. Compare the quality and effectiveness of art works using multiple criteria from observations, print and/or non-print resources.
c. Compare the effectiveness of selected media, techniques, and processes in communicating ideas.
d. Explain and compare different purposes of artists and art work in the context of time and place.
E. Visual and Performing Arts Connections: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.
E1 The Arts and History and World Cultures.Students compare products of the visual/performing arts to understand history and/or world cultures.
E2 The Arts and Other Disciplines.
Students explain skills and concepts that are similar across disciplines.
E3 Goal-Setting.
Students set goals related to time management, interpersonal interactions, or skill development that will lead to success in the arts.
E4 Impact of the Arts on Lifestyle and Career.
Students explain the impact of artistic and career choices on self, others, and the natural and manmade environment.
E5 Interpersonal Skills.
Students demonstrate positive interpersonal skills and analyze how interpersonal skills affect participation in the arts.
a. Getting along with others
b. Respecting differences
c. Working as a team/ensemble
d. Managing conflict
e. Accepting/giving/using constructive feedback
f. Accepting responsibility for personal behavior
g. Demonstrating ethical behavior
h. Following established rules/etiquette for observing/listening to art
i. Demonstrating safe behavior
